Describes an incremental approach to writing research papers designed to promote students' commitment and audience awareness. (MM)

Offers a poet's reflections on writing and his schooling. (PRA)

Explores the implications of Soviet psychologist Lev Vygotsky's cognitive theories on the writing process. (MM)

Explores the nature of the composing process and considers classroom implications of the results of writing research. (AEA)

Discusses the composing skills that students need to acquire on their way to becoming better writers. (AEA)

Explores a way for writing teachers to provide feedback, assess growth, and monitor personal story narrative writing from a positive, supportive and holistic perspective. Lists and explains five dimensions of personal story narrative writing, discusses development, and provides examples of student writing. (PRA)

Argues for a rethinking of the act of writing as the creation of a work of art. Discusses the implications of how a change in view can affect the practice of teaching writing. (JC)

Shares the views of five authors about what is being done in the name of whole language in the Canadian province of Nova Scotia. States that these essays represent only temporary perspectives, and that more challenging questions about the theoretical assumptions that underlie whole language will arise. (PA)

Discusses how writing instruction can help students move from the expressive writing typical of first drafts to writing that can be presented to discriminating audiences. (MM)

Discusses three principles germane to the idea that writing is a response to its function, compares school writing with home writing, and suggests specific functions of writing that are frequently used in classrooms. (DF)

England's Leslie Stratta shares his views on teaching basic writing and assessing student growth in writing. (AEA)

Demonstrates that a more useful investigation of the relations between process and product might explore how these models meet in theory and in practice, rather than where they separate. Shows how a less polarized view of process and product might enrich the classroom practice. (EL)

Examines how different types of prewriting activities, teacher motivations, and classroom environments influence the student writing process. (MM)

Explains four visual composition preparations providing both concrete experiences to stimulate student writing and a nonverbal means of teaching the internal structure of discourse. (MM)

Describes how student teachers can be made aware of the varying writing behaviors they may find in their classrooms. (AEA)